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SUBJECT NOTES 



SUBJECT NOTES 



A. PERCY BROWN 






i 



MERCED, CALIFORNIA 

T1TE "sun" PRESS 



THE LIBRARY OF 
CONGRESS, 


1 wo Copies 


Received 


N 18 


1903 


Ccpynght 
ClASSJ ^ 


Entry 
XXc. N< 


4 o h- L + 

COPY B, 




LC3I 

.32 



Copyright 1903 
By Allen Percy Brown 



'DEDICATION. 

To my students, of this 
and former years, who, in 
seeking to do their own 
work, have been of real ser- 
vice to others. 



INTRODUCTION. 

The student is like a 
traveler who finds himself 
in a thicket of underbrush, 
in a large field, containing 
woods and clearings He 
is pushing through the 
things that are nearest in 
seeking to get a view of 
those that are farther away. 
If he is not seeking to get 
a larger or clearer view, 
much of the time, he is not 
a wise traveler or a good 
student. After he has 
secured a good general view 
of the country through 
which he is traveling he can, 



more intelligently and 
safely, give his careful at- 
tention to the ground about 
him. Whatever brings out 
more clearly near and dis- 
tant portions of the field, 
with the relative contour 
and positions of its parts, is 
one aid; whatever' helps 
in analyzing more closely 
the ground about one is 
another. For both of these 
things the wise traveler and 
the good student are on the 
alert. 



ACKNOWLEDGMENT. 

In the reading of the 
proof of the few following 
pages my students have 
done their share. 

The errors that remain 
are the fault of the one 
who should have removed 
them, some of which, how- 
ever, he did not discover, 
until the matter had gone 
to press. 



CONTENTS— INDEX. 

General View. 

Knowing a thing and 
using the knowledge. The 
difference between. 

The Educated Man. 

Accused of not making 
use of his advantages, lb. 

Good Scholarship. 

H ow Spoiled 2 a 

Capacity for Construct- 
ive Work. 

Implies what knowledge 

2b 

Questions. 

Two of those that are 
constantly asked 3a 

The Student. 

The one who goes on in 
the wrong way 3b 



The basis for success 4 a,b 

The kind of men and 
women who are students 
throughout life 5b 

The essentials of clear- 
sightedness in studies, as 
in other things 5b 

To whom studies mean 
the most 5c, 6 

Work. 

What disheartens one in 

• 5^ 

What gives one satisfac- 
tion in 5a 

What makes one believe 
a thing worth while. 5a 

The World. 

To whom it means the 
most 5c, 6 



GRAMMAR. 8 -16 

Use of 8c, 9a 

Methods of Study and 

Practice- for 10-12 

Associations. Care with 

reference to the influence 

of. 

The Right in language 

and life. Knowing and 

followiiig. 

Good Results Lost in 

language as in deeds by 

not conforming to the 

law. 

Good Thinking. Basis 

of in speaking and acting. 

Necessity of knowing 

something of Tor the 

humblest student. 11b :2a 

Principles of 9b, c 

P UNCTUATION I 2 b- 1 6c 

How and why I2b-i6 



The Period 12b, I4b-i5 

The Semi-Colon 

12b, 13a, 14a, b, I5c«i6a 

The Comma i^a-T4a, 16b 

According to sense as 

well as according to 

rules 16a 

According to taste and 

judgment 16c 

SPELLING 1722b 

Use of 17b 

Principles of and Methods 
for i8a-22b 

Vocabulary Choice 

of i8c-i9b 

Which of two things it 
is better to know 19a 

Difficult Words.. i9b-2oa 
What to do about. 

Unusjal Words 20a, b 

Foreign Words 20b, c 



What should guide one 
in. 

Proper Names 21a, b 

Requirements for success 

in. 

Absence of fixed law with 

reference to. 

Characteristics of custom 

in regard to. 

Geographical Names ... 

21022b 

Some things one may 
easily know with refer- 
ence to. 

WRITING 

(Penmanship) 2 2b-24c 

Use of 22c 

Principles of and 

Methods for sj^b-^a 

Form. 

Movement 

The Alphabets. 



Spacing as a Means. 
Continuity as a Test. 
Prevailing Errors. 
Basis of Legibility. 
Basis of Rapidity. 
Leading Myles. 
Requirements in for or- 
dinary life 24a 

Relative Importance of 
24b, c 

READING. 25a 37b 

Use 25b, c 

Good reading. Brings what 

to one 26a 

Comparative possibility 

of for one 26b, c 

Poor reading. Robs one of 

what 26a 

Requirements 26c- 29b 

Capacity for what, and 
endowment 27b, 28b-29a,b 
Knowledge of what... 27a, 
b, 29b. 



Appreciation of what 

.27c, 28a, 29b 

Applications 29^350 

Emphasis by Force... 29b, 
30a. 

In greater or less amount. 
Different reasons for. 

Emphasis by Time ..30b, c 

Two kinds of. 

Different reasons for. 
Emphasis by Inflection, 

3 Ia . b 

Reason for. 
Emphasis by Intonation 

: 3 lb "35 c 

Reasons for in change of 

motive, etc. 

FOR CONSIDERATION. 

36a, 37b 

Purpose and End of 
Reading. What is it? 



Reading books. Reason 
for. 

Reading newspapers. 
Reason for. 

Poet. Of what value to 
the world. 

Uncommunicated know- 
ledge. 

Unexpressed feeling. 

Story. What choice? 
Profitable or not? 

Leisure. What would be 
done with? 

Reading. Becoming ab- 
sorbed in. 

INDVSTRY AND SOCIETY. 

37 b -49b 

End and Aim of Life. 
Making a living not it 

37 c > 39^, 40a 

The accumulation of money 
may be to some 37c 



If not found, men continue 
to look for 38a, c 

Things that are tried 
as 38b 

Belief in the possibility of 
not necessary, if one rec- 
ognizes the insufficiency 
of material things, 

38c, 39^, b 

An old problem, which may 
occur in several forms 

39 b > c 

Is the question worth while? 

40b 

If not, what result? 
If so, what result? 
Getting into the wa}- of the 
truth. The helpfulness 
of 40c, 41a 

Some Things for Consid- 
eration 41b, 43b 

Money 41a, b 

What is it? 



What are its powers? 
Plenty of money, but lack 
of commodities. Cases of. 
Things that money can- 
not buy. Cases of. 
Value of these things. 
Estimate of 43a 

Comparative frequency of 
each of the above cases. 

Relation of money to Indus- 
try and Society 43b 

The world as a whole. What 
it needs the most 42a, b 
More money? 
More commodities? 
More value and ability 
that may be exchanged 
for commodities? 

Equitable division of the 
world's goods. Would 
there be enough to go 
around? 42b 

The world. What part is 
able to make a return for 



goods needed 42c 

Study of Industry and So- 
ciety. Plans for 43b, 49b 
Principles.. 44~45a 

Primitive stage of Civiliza- 
tion 45b 

Early or Military Stage of 
Organization 46b 

Middle or Home Stage of 
Organization 47a 

Later or Industrial-Social 
Stage of Organization 48a 

Present apparent tendency 
in development 49 



USE OF TERMS, 

COURSE, ETC. 

Fundamental. That 

which one cannot well get 
along without. 

Auxiliary. That which 
is chiefly or largel} r import- 
ant for the aid it brings to 
something else. 

Technical. That which 
one is not likely to know 
without special instruction. 

Mechanical. That which 
is formed or executed, whol- 
ly or in part, by mechani- 
cal agents, or in a fixed 
mechanical manner. 

Professional. That which 
becomes to a number of 
people a life work, and is 



considered to be of leading 
importance. 

Liberal. That which has 
a direct culture value, or 
that is considered to be of 
the highest consequence. 

Course. 

The subjects given in the 
schedule following are, nec- 
essarily, but a few of those 
that might be offered by a 
course of study less sharply 
restricted, as to time, the 
preparation and needs of 
those taking it, etc. 

Notes. 

Such notes as are here 
given on the subjects con- 
sidered form but a partial 
outline for use in connec- 
tion with class room work. 



COURSE. 

The subjects of the Course given below are classified on the basis of life values, that is, some of those things which most men 
need first are given first; some of those things which all men need next are given next; and one part of that which the world comes 
to last is given last. Or, it is held that a man must work to live, and more than this that he must manage his own affairs wisely 
and be awake to the interests of those about him; then, having done these things, he has a further right and duty, beyond either 
work or management, — the conduct and end of that life which he has nurtured and guarded. 

I. Industry, (work.) 

1. Commercial and Social Forms and Customs. 



Business Practice 

A. Commercial Law 
B Public Speaking 
C. Methods of Study 



i Fundamental, Auxiliary, Technical, Mechanical, Liberal. 

2 Fundamental, Auxiliary, Technical, Mechanical, Somewhat Liberal. 

3 Fundamental, Auxiliary, Technical, Professional, Liberal. 

4 Fundamental, Auxiliary, Techuical, Professional. 

Reading ^ Fundamental, Auxiliary, Technical, Mechanical, Liberal. 

A. Commercial. 



General Principles. ) 
Teclinica ities. ( ■•• 

Social Forms and Cuetul 
Parliamentary Law 

Commercial. I 



B. Liberal. 

Composition < 



Grammar (Simple. j 

Grammar } Te ,. hllicttl< J 

SpelH nar. 

Writing. (Penmanship.) 



A. Commercial < £ P ^ 
a. Book-keeping. 



ting. f 

and } ■ 

Rec rds. ) 



6 Fundamental, Auxiliary, Technical, Professional, Liberal. 

7 Fundamental, Auxiliary, Technical, Mechanical. 



I b. Office Methods. ( 
1. Arithmetic, j £• Commercial. 



b. Stenography. 

c. Typewriting. 
Liberal. 

Commercial Values. 

i. Commercial Geography \[ 



a. Correspondei 

b. Reporting. 

a. Sierht. j 

b. Touch. \ ■■■■ 



B. 



. 8 Fundamental, Auxiliary, Moderately Technical, Mechanical. 

9 Fundamental, Auxiliary, Slightly Technical, Mechanical. 

• io Auxiliary, Moderately Technical, Mechanical. 

• ii Auxiliary, Slightly Technical, Mechanical. 



12 Fundamental, Moderately Technical, Somewhat Liberal. 



II. Administration (Management) ai\d Society. 

f i. History of Industry and Society)?,; j&ffi$£3£g*SS: mnlCmnt ~\ x 3 " Fundamental, Auxiliary, Highly Technical, Professional, Liberal. 

< 1. Current Events 14. Fundamental, Auxiliary, Highly Technical, Professional, liberal. 

( 2. Government . . j£; K&rbeveiopment. i 15 Fundamental, Auxiliary, Highly Technical, Professional, Liberal. 



III. Philosophy. (Attitud. 



e toward life.) 



i. Art. 



1. Literature | D ; fXr ea re°tau 



16 Fundamental, Highly Technical, Professional, Liberal. 



Subject Notes. 

GENERAL VIEW. 

It is probably clearly un- 
derstood by most people, 
that to know more or less 
about a subject is one thing, 
and that to use the infor- 
mation to the best advant- 
age, is another thing. For 
instance, an educated man 
is sometimes accused of 
not making what he knows 
count in what he does. That 
1 which might be good schol- 
arship, in many cases, be- 



2 
comes, unfortunately, only 
useless intellectual lum- 
ber; the owner knows that 
he has it, and he would like 
to do something with it, 
but he does not know how 
to begin, when to continue, 
or where to end. 

The capacity for con- 
structive work implies a 
good knowledge of the use 
of the materials of construc- 
tion, whatever they may be. 
A good builder and archi- 
tect knows just how every 
piece of timber, stone, steel, 
terra cotta, marble, and 
glass are related to every 
other piece; what the duty 
of each piece alone is, what 
the drties of several togeth- 
er are, and what the pur- 
poses and ends of the whole 
structure should be. 



3 

There are few questions 
that are oftener asked by 
young and old, with refer- 
ence to both things and 
studies, than those of WHAT 
and why. "What is it?" 
Then, having found out 
what it is — "Why is it?'' 
What is the object of it? 
How does it bear on ordi- 
nary life? The student 
I who goes on with his course, 
because it is there to go on 
with, who has but a dim 
idea of what his studies are, 
and why they are. is using 
good materials the value and 
purpose of which he does 
not understand, and for an 
end with reference to which 
he is likewise not at all 
clear. He is as a young- 
apprentice, standing before 
the materials and tools of 



4 

master builders. It would 
seem that the intelligence 
of the work done during 
the years of apprenticeship, 
and the success of the fu- 
ture of the young builder, 
are to depend very largely 
upon the thoroughness of 
the knowledge he gets, not 
only of each of the different 
materials, but of the defi- 
nite relations of these vari- 
ous materials to each other, 
and to the structure as a 
whole, with its relation, in 
turn, to other things in life, 
and to life's ends. 

Therefore, whatever 
makes clearer the relations 
of the studies to each other, 
to success, and to life, 
should be profitable to the 
student. To work in the 
dark with anything is very 



■5 

disheartening, but to work 
with a definite end in view, 
though it be a distant one, 
is a daily satisfaction. Par- 
ticularly, is this true if the 
end in view is considered to 
be worth while because of 
its relations to all other 
things which interest or 
concern the worker. Those 
who grow in the knowledge 
I of the truth and the realiza- 
tion of the highest ideals 
are Students throughout 
life. But the essentials for 
clearsightedness in study, 
as in everything else, are, 
first to have something defi- 
nite to look at, then to be- 
lieve that it is worth look- 
ing at, and to look past and 
through every thing else at 
this thing. Studies, things, 
the world, men, women, and 



6 

life, will mean the most to 
him who has such a view 
of all as will enable him to 
know the relations of each 
to each, and who can see 
clearly the chief end in all 
for his own life. 



8 



GRAMMAR. 

a. Simple. 

b. Technical. 

Fundamental, Auxiliary, Technical 
Mechanical, Liberal, Professional 

Actual and Relative Value. 

Division. Industry. 

Subdivision. Comercial 
and Social Forms and Cus- 
toms. 

Subject: Composition. 

Part 

Use : The basis of lan- 
guage, which is the most 
practical means of com- 
municating ideas. 



9 
Relations of : The 
foundation of Reading 
which is the gateway to 
J very much of the knowledge 
obtainable by the majority 
of people. Unconsciously 
learned, in a more or less 
imperfect way, with refer- 
ence to one's own language. 

Principles and Methods. 

i. The Subject and its 
forms and parts. 

2. The Predicate and its 
forms and parts. 

3. The Object and its 
forms and parts. 

4. Idioms and Excep- 
tions. 

5. Punctuation. 

In reference to 
thinking and talking: 



10 

1. Do not allow yourself 
to be influenced by the lan- 
guage of those with whom j 
your associations are fixed, 
until you learn whether 
their language is good or 
bad. 

2. Learn what is right 
and follow it, in language 
as in life. 

3. If you have anything 
worth saying it will not be 
lost by taking the time and \ 
care, at first, if the habit is 
not already fixed with you, 
to express yourself accord- 
ing to the laws of the lan- 
guage. A man may do a 
very good act, or seek to do 
one, }-et, if he go about it 
in an illepal way, he is 
likely to receive punish- 
ment rather than credit; ] 
this is too bad. It is the 



1! 
same with ideas, language, 
and people. 

4. When you have said 
a tlii tig which is sensible 
stop and take a fresh start. 
Mixed sentences, mixed 
ideas, and general acts of 
impoliteness, belong to one 
class of mistakes — i. e., a 
lack of calm consideration. 

5. Some words that are 
jvery similar either as to 

spelling or pronunciation 
are used in more ways than 
one. You cannot learn your 
language unless you recog- 
nize to some extent the val- 
ue of the division of words 
into classes, such as the 
noun class, verb class, the 
adjective class, etc You 
may think it of no conse- 
quence whether a word be 
a noun, an adjective, or 



12 
something else, but if you 
wish to be intelligently and 
easily familiar even with 
the spelling of your own 
language you will find a 
little grammar helpful. 

Applications. 

i. When you have said 
something that is sensible, 
remember, you may stop if 
you wish; if you do stop, 
completely, it is necessary 
to put a punctuation point 
at the end of your state- 
ment, which is a simple dot, 
having the name of "per- 
iod.". If you do not wish 
to stop, completely, at the 
end of your statement, that 
is, if you have something 
else to say which is closely 
connected with what you 
just have said, you can use 



13 

a different punctuation point 
which is called a "semi- 
colon;" the first word after 
a semi-colon must begin 
with a small letter, not 
with a capital. Now, if 
you do not wish to make so 
distinct a stop, as that indi- 
cated by the use of the semi- 
colon, what you still have 
to say, being very closely 
I connected with that which 
you have said, you may 
make use of a still different 
punctuation point called the 
"comma." It is generally 
true that some mark of 
punctuation is required at 
that point in a written state- 
ment where the sense is, in 
a way, complete, although 
the statement be not ended. 
The least that can be done 
in this direction, the slight- 



14 

est sign of punctuation that 
can be used is the comma. 
In those cases, therefore, 
where one wishes to make 
an easily recognized break 
in the written conversation, 
that is, where one wishes 
to call attention to the fact 
that a definite, sensible 
statement has been made, 
and that another statement 
is about to be made at once, 
the way to denote this in 
punctuation is to use the 
semi-colon. If, however, 
one wishes to call the atten- 
tion to the. fact that a verj' 
definite, sensible .statement 
has been made, and that the 
speaker intends to stop for 
a while before he makes 
other definite statements 
the proper way to indicate 
this in punctuation is to 



15 
use that mark which is 
called the period. Nothing 
can very well be simpler 
than the use of the period, 
it being sufficient that one 
have intelligence enough 
to tell when a written state- 
ment makes sense; that is, 
to have intelligence enough 
to know whether a state- 
ment is sense or nonsense. 
If the statement makes 
if sense a period may be used; 
but, for certain reasons, al- 
read}^ indicated above, it 
might be that the semi- 
colon would be the better 
point to use. A semi-colon 
can always be used where- 
ever a period may be used; 
as has been seen, however, 
this does not mean that a 
period or a semi-colon is 
governed by an invariable 



16 

rule in all cases, because 
the sense of the sentence, 
as well as a few simple 
rules, are the things that 
govern punctuation. 

There are a number of 
reasons for the use of the 
comma, the chief of which 
are perfectly plain and sen- 
sible, and cad be learned 
in a comparatively short 
time, b3^ giving the matter 
a little intelligent attention. 

After one has learned how ' 
to punctuate grammatically, 
there is room left for taste 
and judgment in the mat- 
ter, according to the shade 
of meaning that the writer 
desires. 



17 
SPELLING. 

Fundamental, Auxiliary, 
Mechanical. 

Actual and Relative Value. 

Division. Industry. 

Subdivision. Commer- 
cial and Social Forms and 
Customs. 

Subject. Composit ion. 

Part. 

Use : i. To insure 
meaning and certainty of 
meaning in written Compo- 
sition. 

2. To insure uniformity 
and order as a social law 
and custom. 

Relations of: i. Fun- 
damental, therefore, to Read- 
ing and its ends. 

2. Conformity to the 
laws of Grammar, Spelling, 
Writing, Reading brings 



18 

no special credit, but fail- 
ure to conform to them is a 
social bar. 

Principles and Methods. 

i. Words spelled nat- 
urally, or as pronounced. 

2. Words spelled unnat- 
urally, or not as pronounced. 

3. Some practical rules 
of those that authorities 
give. 

4. Some methods of re- 
membering very similar 
words. 

5. Obscure or deceptive 
vowels and consonants. 

6. The assistance of a 
good knowledge of the 
vowel sounds and of the 
leading vowel - consonant 
combinations. 

Choice of a Vocabulary. 
The most of people do 



19 
not use a very large vocab- 
ulary. It is better, for prac- 
tical purposes, to know how 
to spell, very quickly and 
with certainty, those words 
which have been found suf- 
ficient for the ordinary pur- 
poses of business and the 
demands of every day life 
than to know less thorough- 
ly a larger vocabulary. 

Difficult Words. 

Words which are unusual, 
rather difficult, or very dif- 
ficult, are sometimes needed, 
but it is better to have to 
look up one of these words 
once in a while, in regard 
to its spelling, than to 
be in doubt about the 
spelling of an ordinary 
word in very general use, 
or one that occurs frequent- 



20 

ly in the particular busi- 
ness in hand. 

Unjsual Words. 
Then, again, there are 
numbers of words and 
names which are almost 
unique, seldom ever recurr- 
ing in one's experience. 
Their rarity makes their 
strangeness or difficulty 
scarcely unwelcome. 

Foreign Words. 
There are, also, certain 
classes of words and names 
which are more or less true 
to the languages from which 
they are derived; other 
things being equal, aud in 
the absence of information, 
one should follow the law 
of the parent language, as 
nearly as possible, in the 
spelling. 



21 
Proper Names. 
The spelling of proper 
names is a matter of exper- 
ience, special information, 
judgment, common sense, 
and care. One cannot be 
certain about the spelling 
of a proper name until in- 
formation on the subject is 
secured. There is no law 
about the matter, and there 
iwould appear to be much 
' 'foolishness in connection 
with the subject. There 
are only about half a dozen 
ways of spelling the ordi- 
nary name Smith, which, 
perhaps, all mean about the 
same thing. 
Geographical Names. 
The spelling of geograph- 
ical names is not a very 
' difficult matter, providing 
that it be given some atten- 



22 
tion. The names of lead- 
ing cities, political divis- 
ions, geographical features, 
and interesting localities 
should not be so very 
strange to the Student who 
has looked at the matter 
with a little care. 

WRITING. (Penmanship.) 

Fundamental, Auxiliary, Me? burnetii 

Actual and Relative Value. 

Division. Industry. 

Subdivision. Commer- 
cial and Social Forms and 
Customs. 

Subject. Composition. 

Part. 

USE: To record ideas. 

Relations of: Funda- 
mental to written Composi- 
tion, and, therefore to Read- 



23 
ing; considered by some to 
have been one of the very 
greatest of human inven- 
tions, which position the 
allied art of printing also 
holds. 

Principles and Methods. 

1. Small alphabet. 

2. Capital alphabet. 

3. Movement. 

4. Form writing. 

5. Spaced writing. 

6 Continuous writing. 

7. Leading and common 
mistakes. 

8. Legibility in prac- 
tical writing. A matter of 
form. 

9. Rapidity in practical 
writing. A matter of move- 
ment. 

10. Correspondence style. 

11. Record style (book- 



24 

keeping). 

12. Rapid abbreviated 
writing. 

For ordinary purposes in 
daily life an ornamental 
hand is not required so 
much as a fairly rapid and 
legible one. The matter of 
writing is to some extent 
like that of dress. Orna- 
mental and beautiful pen- \ 
manship has its place the 
same as holiday dress, but 
the majority of men and 
women have matters of 
greater importance at hand, 
during their active years, 
than the mechanical subject 
of a beautiful hand writing, 
aside from one that is not 
ugly, and, which is plain 
and fairlv sw T ift. 



25 
READING. 

a. Commercial. 

b. Liberal. 

Fundamental, Auxiliary, Technical, 
Mechanical, Liberal. 

Actual and Relative Value. 

Division. Industry. 

Subdivision. Commer- 
cial and Social Forms and 
Customs. 

Subject. 

Use: To get ideas. 

i. Those of an indus- 
trial nature. (Commercial 
or Material ends.) 

2. Those of a social na- 
ture. (Pleasure and culture.) 

Relations of: The 
means of obtaining a large 
part of the knowledge se- 
cured about many other 
things. 



26 

Good reading tends to 
make one richer in learning 
and in life; poor reading 
tends to make one poorer in 
these things. 

Of course, reading is a 
subject which some people 
spend years with, and one 
could scarcely expect to 
learn very much about it 
in a few weeks or a few 
months. However, one's 
ordinary reading to one's 
self, or to small private ' 
audiences, may be much 
improved, or, at least, rend- 
ered much more serviceable 
by a comparatively small 
amount of intelligent study 
and careful practice. 

Principles and Methods. 

t. The capacity and the 
desire to know and to feel. 



< 



27 

2. A knowledge of the 
language. 

3. A knowledge of the 
' elements of good reading, 

especially those of: 

1. Enunciation. 

2. Emphasis — 

a. Force. 

b. Time 
I c. Inflection. 

[ d. Intonation. 

3. Voice. 

i Reading aloud for the 
information or pleasure of 
others requires, also: 

4. Good vocal organs 
properly trained. 

5. A knowledge of the 
subject read about. 

In all reading it is neces- 
sary to get not only the 
sense ot the matter, but to 
> appreciate the feeling that 
is connected inseparably 



2Q 
with the sense. A thing- 
may be read intelligently, 
in one sense of the word, 
and yet, not appreciating 
the feeling that is connected 
with the sense, the reader 
may realize very little of 
that which the author in- 
tended to convey. 

About the best and sim- 
plest rule that can be given 
is much the same as the 
well known Golden Rule of 
conduct; i. e., put yourself 
in the place of the person 
that the author is talking 
about, or put yourself in 
the place of the author, 
and move along with him 
and the things about which 
he is speaking. A good 
actor must not only under- 
stand and appreciate the 
personality of the character 



29 
which he is representing, 
but be able to make 
others understand and ap- 

( predate it, also. A good 
reader ought to have in 
him very much of the 
good actor. He should 
speak clearly, or have good 
Enunciation; he should 
read intelligently, or with 
good Emphasis; and, he 
should have a pleasing 

^OICE. 

Applications. 

'B^ieitli li3r torn hat glowed 

the wealth 
Of simple beauty and rustic 

health. 
Singing, she wrought, and her 

merry glee. 
The mock-bird echoed from 

his tree." 

" Beneath her torn hat — ." 
Hat is given more force than 



30 
any other word of the line, 
"wealth" not having quite 
so much, for a good and 
definite reason, emphasis 
by FORCE. 

Notice the natural pause 
after "hat," calling to the 
reader's attention, more em- 
phatically, the fact of what 
was beneath "her torn hat," 
that is, "the wealth of sim- 
ple beauty," etc. In the 
next line, the pronuncia- 
tion of "singing" is given 
some time, which makes the 
word suggestive of the act 
for which it stands. Time 
taken in the pronunciation 
of a word, and time taken 
in a natural pause, may 
give emphasis for distinctly 
different reasons, but in 
each case it is EMPHASIS BY 
TIME. 



31 
"Singing, she wrought — ." 
The voice also rises with 
J good cheer on the word 
''singing, " owing to the 
idea and feeling which the 
word expresses. Notice 
how a downward inflection 
of the voice will utterly ruin 
the line. Emphasis by 
Inflection. 

Before the speaker goes 
on to say that the mocking- 
bird echoed her "merry 
glee" from a neighboring 
tree, it is natural to change 
the intonation of the read- 
ing slightly. The simple 
reason for this is that one 
is introducing another idea, 
and it is said, naturally, in 
a slightly different tone. 
That is, there are Two 
things told in this couplet. 
The first is, that Maud 



i 



32 

M-uller sang as she was 
working. The second i s 
that the mocking-bird took, 
up her notes from u his 
tree " The two ideas are 
distinctly different in kind, 
too. The first is the more 
important, for certain good 
reasons, emphasis by IN- 
TONATION 

"But when she glanced to the 
far-off town, 

White from its hill-slope look- 
ing clown, 

The sweet song died, and a 
vague unrest 

And a nameless longing filled 
her breast, — 

A wish, that she hardly dared 
to own, 

For something better than she 
had known. 

u But when she glanced," 
— There is a panse after 
u bht," because the feel- 



33 
i n g or the motive 
(motif), as it is termed 
/ in music, is about to change. 
Something is going to be 
said which will bring up a 
different kind of feeling 
from that connected with 
the pleasing description al- 
ready given. The intona- 
tion of the voice after 
"town" and to the words 
"looking down," inclusive, 
is nearly that which would 
naturally be used in a de- 
scriptive statement. Begin- 
ning with the words, "The 
sweet song died," the mo- 
tive which was begun with 
"But" is expressed and car- 
ried on a little way, ending, 
for the time, with "had 
known." 

And Maud forgot her brier-torn 
gown, 



34 

And her graceful ankles bare 

and brown; 
\nd listened, while a pleased » 

surprise 
Looked from her long-lashed 

hazel eyes. 

At last, like one who for delay 
Seeks a vain excuse, he rode 

away. 
Maud Muller looked and sighed: 

u Ah me! 
That I the Judge's bride might 

be!" 



u And Maud forgot her 
brier-torn gown." Notice 
that the word "forgot" 
should be given an inflec- 
tion and intonation of pleas- 
ure. In other words, after 
the Judge had talked to her 
awhile she felt more at ease, 
and her mood became hap- 
pier; this mood should be 
be borne out by the reader, 



35 
down to the words, "long- 
lashed hazel eyes." 

With the words, " At last, 
like one who for delay," the 
motive again changes. The 
reading here should express 
the natural feeling which 
the Judge had when he had 
to ride on because he could 
find no excuse for staying. 
When Maud next speaks 
her own mood is suggested 
by the words, "looked and 
sighed;" and her own lan- 
guage beginning w 7 ith the 
words, "Ah me," should 
express fully and clearly 
the feeling of the girl with 
reference to the situation, 
the motive of which reverts 
back to the one previously 
expressed in the "wish that 
she had hardly dared to 



own." 



36 
For Consideration. 

i. What is your idea of 
reading? Why do you 

read books? Why do you 
read the newspapers? Is it 
for the iSame reason in each 
case? > i 

2. Is the poet of any 
value to ,the world? Just 
what do, you think about it? 

3. Did] yon ever know a 
thing which you could not 
put into language? Did 
you ever have a feeling that 
you could not express? 
Have you ever found later 
that some one has put both 
into language for you? 

4. What kind of a story 
do you like? ,Do you think 
that the reading of it does 
you good or not? Why? 

5. What would you do 



37 

if an hour a d \y were given 
you to play, and another 
hour were given you for 
j your own, but not to use 
for play? 

6. Do you ordinarily 
Ifrse yourself in your read- 
ing? \ 

INDUSTRY AND SOCIETY. 

Fundamental, Auxiliary, Hignly 
Technical, Professional, Liberal. 

DIVISION. Adminis- 
tration. 

Subdivision. 

The man with a good 
trade, business, or profes- 
sion does not find it the 
whole end and aim of uis 
life to simply make a living. 
If his taste for the accumu- 
lation of money be suffici- 
1 ently strong, he may be 
satisfied with this end alone; 



38 
if, however, he should feel 
that the making of a living 
and the accumulation of 
money are not sufficiently 
satisfying ends in life, he 
will be looking, more or less 
definitely, for something 
with which to meet this 
want of his nature. He 
may try sports, amuse- 
ments, art, travel, and liter- 
ature, and even charity with 
the kindly works of benefi- 
cence; but, unless some one 
or all of these things bring 
an abiding sense of satis- 
faction to him, he will still 
feel that there is in life 
something, which, if one 
could only find it, would 
bring with its realization 
ihat supreme sense of real 
and enduring happiness. 
It matters not whether one 



39 
believes that such an end 
and aim is possible, or 
whether one simply recog- 
nizes the insufficiency of 
the necessities, comforts, 
and luxuries of life in the 
muking up of human hap- 
piness; the result is the 
same; the desire still re- 
mains, the question is ever 
recurring, when there is 
not something pressing it 
i into the back-ground. The 
riddle may be propounded 
in many different forms, 
but it is the same old prob- 
lem. What is best worth 
while in life? What is the 
chief object of existence? 
What shall one do after one 
has a living, a future com- 
petence, and money to 
spare? And not only this, but 
\ during the time in which 



40 
one is engaged in making 
a living, in securing a com- 
petence, or in accumulating 
a surplus, what else is also 
worth while? Are these 
things in themselves the 
chief ends of one's days and 
nights, for a number of 
years; or, during these 
vears, be they few 7 or many, 
is the chief end really some- 
thing else? Is it worth 
while to try to answer this 
question by either yes or 
no? If one thinks not, his 
whole life must be affected 
by that decision; if one 
thinks it is worthwhile, the 
question is one of such im- 
portance that it is only too 
worthy of all care, patience, 
and devoted attention, until 
the answer is reached. A 
great good fortune in the 



41 

matter is that it does not 
necessarily take very long 
/ to get into the way of the 
truth, after which, many 
things, otherwise trouble- 
some, will fall into their 
proper places and settle 
themselves for good. 

For Consideration. 

i. What is your defini- 
tion of money? State brief- 
I ly your idea of its powers. 
2. Do yon know of any 
instances where people have 
had plenty of money, but, 
nevertheless, suffered for 
the lack of commodities, or, 
for something which their 
money could not buy? Are 
such cases comparatively 
rare or not? As nearly as 
1 you can, give a few illus- 
trations of each of the two 



42 
different kinds of eases. 

3 What does the world, 
as a whole, need the most? 
Does it need more money, 
more commodities, or, more 
real value and ability that 
can be exchanged for com- 
modities? If all the mater- 
ial goods and benefits of 
the world, as a whole, were 
to be divided, among all the 
world's people, according to 
their needs, and without 
regard to their ability or 
inability to pay the price, 
do you think that each of 
us would have enough, or 
not? 

4. What portion of the 
world stands prepared to 
make a just and satisfac- 
tory return for its share of 
the world's goods? 



43 

5. What is your esti- 
mate of the value of things 

/ that money cannot or will 
not properly buy? Men- 
tion a few of these things. 

6. What is the relation 
of money and industrial 
plenty to peace and the 
highest social life? 

f It may, perhaps, be help- 
ful, in seeking the solution 

9 of the above and similar 
questions, to look at the 
whole matter in some such 
a way as is indicated by the 
following extremely brief 
outline; keeping in mind, 
during one's study of the 
great mass of parts and de- 

| tails, as clear a view of the 
whole as is possible. 



44 

Principles. 

I. The basal causes 
for Industry. 

A. Natural necessity. 
(To Live.) To get food, 
clothing and shelter. 

B. Functional Demand 
and Social Need. (To 
Work.) To exercise the 
powers of the mind and 
body to a practical end. 

II. The basal causes 
for Social Organization 
and Responsibility. 

(Love and Service.) 

A. Natural Inclination 
or Advantage. 

(Desire for companion- 
ship or associative aid.) 

B. Functional Desire. 
(The continuation of the 

race.) 



> 45 
C. Social Need and 
Compensation. 
(The debt which each 
part of the race owes to the 
3ther parts and to the Au- 
thor of the race.) 
Historical time shows 
several distinct stages in 
the development of the 
above; these ma}' be con- 
sidered as follows: 

1. The Primitive Stage 
of Civilization. 

At different times, with 

different peoples; passed 

through by ancient nations, 

and again by modern ones. 

With England the time 

that roughly represents this 

stage, historically, may be 

t counted from the earliest 

1 Christian centuries to the 



46 
Norman Conquest, or there- 
about. 



2. The Early or Military 
Stage of Organization. 

Represented in England 
by the first centuries of 
Feudalism, and by wnat has ) 
been called the Home and 
the Gild Periods. 

Perhaps this stage may 
be set off roughly by the 
limits of the Norman Con- 
quest century, to begin with, 
and the time which saw the 
discovery of the New World, 
with its associated years, 
for the gradual closing. 



47 

3. The Middle or Home 
Stage of Organization. 

Indicated, in a general 
parallel way, in England, 
and, in a relative manner, 
in America, by the century 
of exploration, preceding 
the settlement of the Amer- 
ican Colonies, and marked, 
in the closing, by the half 
century of mechanical in- 
ventions ending with 1780, 
or thereabout. The ap- 
proximate decade of years 
around this date holds, also, 
those world wide changes 
wrought by the Declaration 
of Independence, and the 
formative time of the Unit- 
ed States Constitution. 
This stage is characterized 
by what is known as the 
Domestic Period. 






48 

4. The Later or Indus- 
trial-Social Stage of Organi- 
zation. 

Being about parallel in 
its extent with the life of 
the independent American 
Colonies, and the V nited 
States as a Nation. This 
has been called the Factory 
Period, for both England 
and America; it is the Ma- 
chine Period, as it were, 
and is very strongly char- 
acteristic of the stage, as 
far as the world has now 
p-issed into it. The indus- 
trial output, per unit of 
force expended, was never 
so great, and the aggregate 
of the goods produced is far 
beyond that of any other 
stage or period. 



49 
Yet, the demand, if not 
the tendency, would seem 

/ to be for a stronger and a 
more nearly genuine and 
just Social control than has 
heretofore been known in 
the world's history; not that 
the hands of Industry may 
be hampered, but that they 
may be directed and aided 
in a still greater and more 
serviceable return. Cf. the 

/ recent establishment of the 
U. S. Department of Com- 
merce, and the industrial 
fields which its work is ex- 
pected to cover. 



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